Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research

Abstract

This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such as changes over time in participant populations and the use of natural versus segregated and clinic settings. The evolution of research using particular social interventions is described as well as the various intervention agents used to impact social dependent variables across decades. Future research implications are discussed, including understudied components of social competence, the contextual variables that impact fidelity of implementation, and the need for continued research in natural settings using evidence-based social interventions that also are culturally and linguistically relevant for diverse and inclusive early learning settings.